1. Engaging Parents in Career Conversations
Presenter:
School:
Date:
Notes for Disability Presentations
All parents play a significant role in their children’s lives, but this is more significant for a young person with a disability.
Notes
I would like to thank you all for your interest in attending tonight. Involvement of parents is very important in the decision making and career planning process of young adults but of even greater significance in the case of young people with disability where quite often you play a strong advocacy role. Attending tonight demonstrates:
your interest in helping your young person in their career development journey to build their preferred future;
Curiosity about what options are available
openness to new ideas and innovation; and
“good decision making”.
You are not only being interested and involved parents, but you are also modelling several key attitudes that teenagers need to successfully maneuver through life and work roles including being:
interested and curious;
open to experimentation and innovation;
able to think “outside the box”; and
accept that you don’t have all the answers.
and acting as an advocate for their plans.
Despite everything you may hear to the contrary from your teenager and popular media, parents continue to exert the greatest influence on the learning decisions of teenagers (Hibbert, 2010). Parents are often the first point of call about careers information, advice and guidance (ibid.).
The term “parent” is used broadly throughout this presentation and in the resources to refer to any caring adult in a teenager’s life wishing to play a positive role in helping them build their future.
You may be a teacher, aunt/uncle, coach, neighbour, youth worker or other significant adult.
Source: Hibbert, T (2010, September). Face-to-face: What young people think about information, advice and guidance. National Youth Agency.

2. Acknowledgements and research
The following have contributed to the development of this resource:
Gray Poehnell
Canadian Career Development Foundation
Career Education Association of Victoria
Source Materials
“Guiding Circles” - R. McCormick, N. Amundson, & G. Poehnell
“Hope-Filled Engagement” - G. Poehnell & N. E. Amundson
“Lasting Gifts” - Canadian Career Development Foundation and Career Education Association Victoria
The following research was used when developing this resource:
CICA
Face to Face
On Track
Lost Talent
Notes
This slide is included to acknowledge the sources used in developing this resource. There is no need to go into detail, unless required.
This workshop resource was developed by the Department of Education and Early Childhood Development.
Career development experts including Gray Poehnell from Canada and the Career Education Association of Victoria also contributed feedback to refine this workshop resource.
Additional Information
Please note: copyright advice is published on the last slide of this workshop resource.
Appropriate and relevant acknowledgement of material used in the framework must be made 2

3. Have a conversation Step in Step Out:
Select one person who stepped in with you and have a conversation about:
the experience you have in common
what interested you about attending this workshop
Notes for Disability Presentations
Review the questions on the activity sheet when planning your workshop. Are they appropriate for your workshop participants; amend as required to suit your audience. Try to use questions that may help to generate conversations.
Notes
You are not only being interested and involved parents, but you are also modelling several key attitudes that young people need to successfully manoeuvre through life and work roles including being:
interested and curious;
open to experimentation and innovation;
able to think “outside the box”; and
accept that you don’t have all the answers.
Activity: Step In/Step Out (Approx 10 minutes) Please refer to activity bank

4. Workshop Aims By the end of this workshop you will:
Understand what a career is
Feel more confident about supporting your young person on their career journey
Have a greater knowledge of services available to support them and you
Know and understand the High 5 messages
Have some useful career resources; and
Be a career ally!
Notes for Disability Presentations
Some parent will not believe that their child has a career.
It is important to discuss with parents that a career is much more than just paid employment.
The goal “Understand what a career is” has been added to this slide to support the notion that a career encompasses a broad range of activities. This notion leads directly into the next slide.
Notes
The aim of this workshop is to help you understand your influential role as a career ally for your teenager. This will help you to better support them on their journey through having an effective career conversation. I will also let you know where to find relevant information and how to access useful resources.
Activity “Parking Lot” (< 1 min) Please refer to activity bank
Additional Information
The most important outcome will be an understanding of the High Five Principles of career development. These five key principles reflect the contemporary understanding of career. The principles are:
Know yourself, believe in yourself and follow your heart;
Change is constant;
Learning is ongoing;
Focus on the journey; and
Access your allies.
The principles were developed in 1995 by Canadian career development leaders Pat Butter, Donna Davidson, Barrie Day, Aryeh Gitterman, Helen Hackett, Tracy Lamb, John McCormick, Dave Redekopp and Michele Tocher.
For more information on the principles, please see:
Source:
Another important outcome is the participant’s ability to be a career ally for their young person. This means that the participant will learn to focus more on observing and finding out about the strengths and weaknesses, likes and dislikes of their young person. 4

5. What is a career?
Jobs and training
Hobbies
Life roles
Education
A career is all of the paid and unpaid work, learning and life roles you do throughout your life
Volunteering
Clubs and community
Sport
Notes for Disability Presentations
It is important that parents of a young person with a disability explore all aspects of a career.
They may have considered career as only including paid employment.
Allowing additional time to explore the other components of career may be advisable.
Notes
You are attending this workshop to help young people with their career journey. Let’s consider some of the key terms that will help you to better understand the contemporary notions of career development.
Activity (10 minutes) “Career Terms and Definitions” - Please refer to the Activity Bank.
*****The second activity in the Activity bank in this resource is recommended for families of a young person with a disability.*****
Additional Information
This definition of career is taken from
Source:
Hope-Filled Engagement G. Poehnell & N.E. Amundson .
Cultural activities 5

6. The Changing World-of-Work
What was work like for you growing up?
Could you expect to stay in the one job?
Were you able to choose the job you did?
Were you able to change jobs easily
Were you able to ask for help and advice?
Did you have to study, and keep learning?
What will work be like for young people in Australia today?
Minimum of 7 careers in a lifetime
Follow your heart
Focus on the journey
Use your networks
Lifelong learning
Notes for disability presentations
Presenters need to be sensitive to the level of disability of young people in the families attending.
Discussing the messages in the context of the previous definition of a career may support families to them more broadly. For example, how can you use your networks to access volunteering opportunities?
You may wish to consider replacing the text with images that represent the intent; which is that the world of work has changed and will continue to change. We can not necessarily rely on our own experiences and think that the world of work our young people are facing is the same as the one we entered when we left school.
Notes
We as adults, and more particularly our teenagers, face a rapidly changing world-of-work.
We no longer have the concept of an occupation for life, as most young people entering the workforce will have a minimum of 7 careers across their lifetime.
The careers message used to be find where the growth sectors are and get in, but now it is the job is not hot if the spirit is not. In other words, follow your heart or follow your passion.
Previously, it was expected that people knew exactly what they wanted to do and where their career was going. Nowadays we want young people to be open to change and be able to identify what they want to do yet also be flexible and adaptable.
The old paradigm used to involve people managing their careers independently, whereas now we emphasise the benefits of drawing on a network of supportive people.
And finally, the old adage that if you studied hard you would have a secure job for life is no longer relevant. Lifelong learning is now the norm.
NOTE: While these changes are becoming a trend, there are some people who still follow their traditional route of one occupation for life, follow the hot jobs, focus on the destination, are independent and will study, work and retire – even if the numbers are dwindling
Follow up discussion on ‘life/career myths’ and – “Follow your heart”. Passion is significant but it is not the only factor? Is it a good idea for people to follow their heart? What about those people who may not be able to access their passions? Do we run the risk of ruining our passions by making it our employment?
What about other myths for example, ‘you can be whatever you want to be’. Is this true? Doesn’t everyone have limitations of one sort or another?
What about, ‘you can have it all, and you can have it all NOW. Is this realistic?
Additional Information
Source: The Changing World-of-Work information is taken from the Lasting Gifts resource (workshop 1), Canadian Career Development Foundation.
Hope-Filled Engagement Gray Poehnell & Norman E. Amundsen 6

7. Concerns About the Future
What concerns do you have about your young person’s future?
What concerns does your young person have about their future?
Do you both have the same concerns or are they different?
Notes for Disability Presentations
Parents of young people with a disability have probably experienced a sense of grief and loss about their child’s future.
Presenters should be sensitive to the emotions these questions may generate.
Notes
Does the changing world-of-work concern you? Are the concerns that your teenager has of their future the same as your concerns about their future?
Video
National Career Development Week Parents as Careers Coaches
Activity ( minutes) Concerns about the future
Additional Information
Suggestion: The video could be a good promo that parents could watch to get a feel for the themes that will be covered in the forthcoming workshop – e.g. add link to newsletter or flyer – this has been included in the promotion flyer.
Due to copyright restrictions, the video file is not embedded into this presentation. Please copy and paste the following URL into a web browser to view the video:
Note the video is 8.23 minutes you may want to be selective in your use of it.
Source:
Source: National Career Development Week 7

8. Your Future: How many of you…
… knew at 16 years of age what you wanted to pursue?
… are doing now what you thought you wanted to do when you were 16?
… made important career decisions based on research and labour market information?
… are where you are now, at least in part, because of a chance encounter or unplanned event?
Notes for disability presentations
Use this activity sensitively as parents of young people with a disability may find uncertainty about the future very challenging and may be experiencing significant anxiety.
Notes
Consider your own career journey and how it is similar or different to how you imagined it when you were a teenager. Were you able to be positive and uncertain at the same time when you were a teenager?
Activity Instructions (1 minute) “Your future” - Please refer to Activity Bank
Additional Information
Connect participant responses back to ‘positive uncertainty’. They all have experience with positive uncertainty – even the decision to have children can be considered positive uncertainty. Positive uncertainty is explained on the next slide. Some would argue that the need to be positively uncertain has perhaps always been there, but it can also be argued that it is especially so for young people right now. Consider exploring this with participants by asking “Why?”, “What’s different?” and “What has changed?”.
Source: The Your Future activity is taken from the Lasting Gifts resource (workshop 1), Canadian Career Development Foundation.
Source: “Lasting Gifts”
Canadian Career Development Foundation 8

9. Positive Uncertainty H.B. Gelatt describes ‘positive uncertainty’ as:
the ability to recognise and accept that the future is uncertain; and
at the same time, be positive about it
Notes for disability presentations
Careful consideration should be given to the use of this slide.
Uncertainty may be a negative emotion for parents of a young person with a disability, associated with fear for the future. An illustration from Gray Poehnell’s book “Hope Filled Engagement” has been added to this slide to support discussion of how worry about the future can be turned into hope.
Notes
What does a positive approach look like in the face of uncertainty? What skill does one need? It is okay to not know what the future holds, but you must maintain a positive perspective through these uncertain times.
Make the connection between parents’ experience and the concept of “Positive Uncertainty” (H.B. Gelatt) the ability to recognise and accept that the future is uncertain AND, at the same time, be positive about it. The need to be positively uncertain has perhaps always been there, but it can be argued that it is especially so for a young person’s right now. Participants already have considerable experience with positive uncertainty (even in taking the decision to have children!). They have the capacity to help their young person be positive and uncertain at the same time. The content of this workshop will support this outcome.
Emphasise that this suggests that neither their children or they will be able to totally control the future. This does not mean they need to be afraid of the future. It means that you need to be ready to handle whatever happens.
Rather than trying to control, they should embrace positive uncertainty with flexibility and creativity.
Referring back to the responses from the previous slide - most people are where they are today due to an unplanned event or encounter - they didn't know what they were going to do at 16 and yet they have achieved things in their life for good (hopefully).  It's about having a positive attitude when looking into an uncertain future.  
Additional Information
Source: Gelatt, HB & Gelatt, C (2003). Creative Decision Making Using Positive Uncertainty (2nd ed) Crisp Learning; and
“Hope-Filled Engagement”, Poehnell & Amundson
Sources: Gelatt & Gelatt and
“Hope-Filled Engagement”, Poehnell & Amundson 9

10. Attributes that young people need…
Persistence Resilience Enterprise Drive
Ambition is the path to success, persistence is the vehicle you arrive in. ~ William Eardley IV
When one door of happiness closes another opens; but often we look so long at the closed door that we do not see the one which has been opened for us. ~ Helen Keller
It is not in the stars to hold our destiny but in ourselves. ~ William Shakespeare
In order to succeed, your desire for success should be greater than your fear of failure. ~ Bill Cosby
Notes for Disability Presentation
Presenters should consider the appropriateness of the quotes included on this slide. Other quotes may be substituted.
Notes
There are skills that sit outside of the mainstream curriculum that help young people to achieve their goals and to strive in the face of difficulty, opposition or failure.
Persistence, resilience, enterprise and drive are all essential attributes in future economies.
Make a link between these skills and the previous discussion on being positive in the face of uncertainty.
Activity Instructions (3 minutes) “Attributes young people need” - Please refer to Activity Bank
Group discussion
Ask participants to share examples of when their young person has demonstrated persistence, resilience, enterprise and drive, so they can support their teenager to self-identify positive attributes in a later career conversation.
What other attributes do participants think will support young people to build a career? 10

11. Preferred Future 11 Source: “Lasting Gifts”
Notes for disability presentation
This activity may bring up feelings of loss and grief for families of a young person with a disability.
Presenters should remind participants to imagine their preferred future more broadly than just employment, incorporating leisure, family and social aspects.
This activity helps to highlight the importance of the “focus on the journey” message not just the destination as our goals and dreams change over time and due to circumstances.
Notes
We’ve asked you to reflect on your career journey so far. Now I’d like you to think about your future.
We all have a vision, a sense in ourselves and of the future we are hoping for and anticipating. For many people, starting with the phrase, “In the best of all possible worlds, I would…” begins to bring into our awareness what is already there in our wishes.
For all of us, our preferred futures are about what matters to us the most, what we value, what brings us joy and satisfaction, and what we are striving towards.
Activity (5-7minutes) Preferred Future Please refer to Activity Bank
Additional Information
For young people, the emphasis is often exclusively on decisions related to their future paid work. Broadening the focus to help them see their futures in a holistic way may be more realistic and much less pressured for them. Paid work is a very large “footprint” on the path but by no means the only one.
Career decisions are rarely fatal. There are very few learning or working decisions which are not amenable to change.
Source: The Preferred Future activity is taken from the Lasting Gifts resource (workshop 1), Canadian Career Development Foundation.
Source: “Lasting Gifts”
Canadian Career Development
Foundation 11

12. How do students learn about careers?
Self Development
Understand yourself: your interests, skills and values
Career Exploration
Explore and experience different types of options and opportunities
Career Management
Learn how to make a Career Action Plan and work towards it
Notes for Disability presentations:
The language in these definitions has been adapted to reflect that some students may not be able to undertake activities such as work experience.
If students can participate in programs such as these, presenters should consider using the definition from the standard presentation.
Notes
There are three stages of career development that underpin the structure of the Victorian Careers Curriculum Framework.
Self-development is an important process for all young people. Young people benefit from reflecting on the positive attributes that will assist them in getting ready for the world-of-work, and being able to talk about the skills, interests, personal style, values etc. they may already have and use in everyday life.
Knowing what opportunities are available and the how to get into the workforce through career exploration is important. Young people need an understanding of what to expect, and the employer/employee rights and responsibilities, in particular issues of Occupational Health and Safety.
Career Management encourages young people to make and adjust Career Action Plans in order to successfully manage their life choices, changes and transitions.
Activity Instructions (3 minutes) “Stages of career development” - Please refer to Activity Bank
Additional Information
Source:
Hope-Filled Engagement Gray Poehnell & Norman E. Edmundson 12

13. High 5 Career Development Messages
The High 5 Career Development messages* are:
Change is Constant
Learning is Ongoing
Focus on the Journey
Follow your Heart
Access your Allies
* Developed in 1995 by Canadian career development leaders
Notes
There are five key career development principles that we will spend the majority of this workshop unpacking.
The principles were developed in 1995 by Canadian career development leaders.
Activity Instructions ( minutes) “High Five Career Development Messages” - Please refer to Activity Bank
Additional Information
You may wish to introduce guest speakers to describe each of the High 5 messages.
Showing the video is optional.
Due to copyright restrictions, the video file is not embedded into this presentation. Please copy and paste the following URL into a web browser to view the video: “Intro to NCDW Videos” 3:50min
Source:
Source: Career Industry Council of Australia 13

14. Change is Constant Did You Know…? 14
Notes for Disability presentations:
You can choose between this or the following slide to convey the message about “Change is Constant”
Check to ensure that the video is suitable for your workshop participants
Notes
We’ve already touched on the rapidly changing world-of-work. This video emphasises exactly how different the world-of-work is for your teenagers. You might want to watch this video again with your teenager at home.
[See Activity Instructions below].
Activity Instructions (5 minutes) “Did you know” - Please refer to Activity Bank
Due to copyright restrictions, the video file is not embedded into this presentation. Please copy and paste the following URL into a web browser to view the video:
Source: Original video by Karl Fisch; Modified by VideoShredHead
Source: Karl Fisch 14

15. Change is constant The pace of change is getting faster
The nature of careers is changing
Be open to change and remain alert to new opportunities
Notes for Disability presentations:
This slide has been added to provide a prompt about the nature of change. It can be used as an alternative to the “Did You Know” video
Think about the way phones and computers have changed the way we work and the way we live. Life is changing constantly, and we need to be able to deal with it. While change can be scary, it can also give us opportunities. 8

16. Learning is Ongoing Where do you learn? How do you learn?
Home? School? Play? Events? Other?
How do you learn?
By: Doing? Reading? Hearing? Singing? Watching?
What about informal learning?
What is lifelong learning?
Notes for disability presentations
Remind participants, if appropriate, that everyone can learn – we may all have different ways of learning, but we can still learn, and that learning is part of our “career”
It may be worth making specific reference to Learn Local providers who work with young people with a disability
Decide when planning your workshop whether or not the video is appropriate for your audience
Notes
There are many ways to learn and it is helpful to explore different paths. Ask parents to consider the questions above, allow time to discuss.
We use the word “learning” because the word “education” can be intimidating to people without a positive school experience. There is value in all learning whether formal or informal; but, though everyone has learning, not everyone has formal education. If you ask about people’s learning then those who have had formal education will probably talk about it, so nothing is lost. If you ask someone without formal education about their learning they won’t raise their defences because they will have learning to share.
This leads into the next slide indicating there are many alternative pathways in our journey and will be in your child’s journey
Discussion Points
What is something that you have learned recently?
How did you learn to cook/learn to drive?
How do you like to learn?
What helps you to learn?
Additional Information
See gives information regarding how to present or deliver a story telling activity, could be useful for those who have not attended a GC workshop.
Story telling sheet will be a useful resource if the ‘Story Telling’ Activity is used
Source Hope-Filled Engagement Gray Poehnell & Norman E. Edmundson 16

17. Learning is Ongoing Senior Secondary School Pathways: 17 Source: VCAA
Notes for Disability presentations
You will need to consider whether or not this slide is appropriate for your workshop participants
In Victoria, young people with disability have many learning pathways that should be considered as there are many ways to learn, including informal pathways.
It’s helpful to explore different paths
Disability specific information and support services:
You may want to mention:
Futures for Young Adults Funding (FFYA) if applicable
Support services available at the universities and TAFEs – Disability Liaison Officers (DLOs).
Good general sources of information and support services are the LLENs (Local Learning Employment Networks) in your area
NDCO (National Disability Coordination Officer Program).
ADCET (The Australian Disability Clearing House on Education and Training) provides post secondary education, training and employment information. It contains web based up to date accurate information including:
Accommodation
Assistive Technology
Mental Illness
NDCO; and
Scholarships.
This is a good resource to select appropriate contact numbers etc. for parents
Notes.
In Victoria, young people have many established learning pathways that should be considered but there are many ways to learn, including informal pathways. It’s helpful to explore different paths.
In the senior secondary years, they can choose from the VCE, International Baccalaureate, VCAL and VET studies undertaken in a school or with a VET provider or in the Learn Local adult community education sector. They can also combine their school studies with a School-Based Apprenticeship or Traineeship.
Increasingly, young people are commencing senior secondary studies in Year 10, which means they need to be having career conversations by Year 9 at the latest.
By preparing our young people well and early we hope to make the choices and pathways as easy and direct as possible, however even if we make a decision that doesn’t turn out as well as we hope, there are always other ways to get to where we want to go…
Additional Information
Source:
Source: VCAA 17

18. Learning is Ongoing
Vocational Education and Training in Schools (VETiS)
Expand opportunities and pathways in senior secondary
Vocational focus
Can contribute towards completion of VCE or VCAL
Can combine with a School-Based Apprenticeship or Traineeship
Notes for Disability presentations:
Omit if your school or organisation does not support students to undertake VETiS
Include a slide indicating the vocational learning opportunities your school or organisation does support
Notes
VET in Schools (VETiS) is a program designed provide a vocationally oriented program of studies that may contribute credits towards satisfactory completion of the VCE and/or VCAL.
VETiS involves all or part of a nationally recognised VET certificate typically delivered through a partnership between schools, industry and Registered Training Organisations, and often includes opportunities for young people to participate in Structured Workplace Learning – or “hands-on” learning.
Young people enrolled in VETiS may also combine their education and training with employment through a School-Based Apprenticeship or Traineeship – which I will explain next.
Additional Information
Source:
Source: VCAA 18

19. Learning is Ongoing School-based Apprenticeships and Traineeships
Vocational training that contributes towards a senior secondary qualification
Involves work, vocational training and school studies
Notes for Disability presentations:
Omit if your school or organisation does not support students to undertake VETiS or School Based Apprenticeships and Traineeships
Include a slide indicating the vocational learning opportunities your school or organisation does support
Notes
There are two ways in which a young person may undertake an apprenticeship or traineeship while still at school: school-based or part-time. I will explain the School-Based Apprenticeships and Traineeships (SBATs).
An SBAT combines:
part-time, paid practical experience in the workplace under an industrial agreement that recognises SBA/Ts; and
recognised, structured training with a Registered Training Organisation, including a training contract and training plan; and
school studies in the VCE or VCAL.
For more information about SBATs please visit the Victorian Curriculum and Assessment Authority website
Additional Information
Source:
Source: VCAA 19

20. Learning is Ongoing Qualification Duration Provider 20
Certificates I-IV
0.5 – 4 years FT
Schools, TAFE institutes, RTOs, other registered higher education providers and universities
Diploma / Advanced Diploma
1 – 2 years FT
TAFE institutes, RTOs, other registered higher education training providers and universities
Associate Degree
2 years FT
Universities mostly, but also by some other registered higher education providers, TAFE institutes and RTOs
Bachelor Degree
3 – 5 years FT
Universities mostly, but also by some other registered higher education providers, some TAFE institutes and RTOs
Graduate Certificate / Graduate Diploma
0.5 – 2 years FT
Universities mostly, but also by some other registered higher education providers
Vocational Graduate Certificate / Vocational Graduate Diploma
TAFE institutes, RTOs and private providers
Masters Degree / Doctoral Degree
1 – 4 years FT
Universities
Notes for Disability presentations
If this slide is not appropriate for your workshop participants considering either omitting altogether or replace with one that outlines future learning or training options.
There are Disability Liaison Officers (DLOs) at every TAFE and university in Victoria. Their job is to help students with disability with their studies. The help they can give you will depend on your disability and specific needs. It may include:
Enrolment and campus orientation
Academic support workers (for example: note takers, interpreters, readers)
Adaptive technology (for example: voice activated software)
Alternative format course materials (for example: Braille, electronic)
Liaison with lecturers/teachers
Alternative arrangements for assessment (for example: additional time, scribe, reader)
Physical access to facilities
Referral to other support services (for example: counselling, health, housing, financial aid, learning skills unit)
If you are thinking about studying at a TAFE or university, you should contact the Disability Liaison Unit (DLU) to find out how they would be able to help you with your course. Knowing this could help you decide where you want to study.
Notes
There are many different education and training pathways available – from a Certificate I through to Bachelor’s Degree then Doctoral Degree. In Victoria, these qualifications can be undertaken at a variety of institutions.
Some qualifications allow learners to apply for recognition of prior learning, so studies undertaken at the Certificate IV level may count towards the completion of a Diploma – meaning the Diploma may take less time to complete.
Additionally, some learners may prefer to undertake hands-on Certificate-level training immediately following secondary school and before commencing a bachelor’s degree.
This slide outlines the various qualifications, time taken to complete them, and where they can be completed. Handout shows where information can be found.
The various qualifications are not necessarily linear, meaning somebody who has previously completed a Bachelor’s Degree may want to complete a Certificate-level qualification in the future. This is very common for employees wishing to up-skill for a promotion or when changes occur in their work duties, or for some who have finished a generalist degree and want a more vocational-specific qualification.
Additional Information
Young people often receive the paralysing message that their destinations are irreversible – that once they opt into or out of a course of study or occupational choices they have likely done so permanently. We are fortunate that in Australia that this is not the case. We have an education and training system that is flexible and has multiple entry points and is not age specific. However, due to recent changes in demand-driven funding in the Vocational Education and Training and Higher Education sectors, it is important that young people make informed decisions, as a wrong choice of course may cost them, i.e. full-fee course rather than government subsidised.
Even if young people do drop out of formal learning pathways, they can continue to learn through alternative learning paths; if they have kept learning, it will be easier to re-enter.
Source:
Source: Job Guide 20

21. Learning is Ongoing Post School Options to continue learning
Source: DHS SMR School Leavers Guide
Notes for Disability presentations
This slide can be used in place of, or to support the previous slide.

22. Learning is Ongoing 22 http://education.gov.au/career-bullseye-posters
Notes for Disability Presentation:
Please consider whether this slide is appropriate for your workshop participants. It may be appropriate at this point in time to focus on levels 1 or 2 only.
Notes
It’s likely that if you’ve visited the Careers Centre at your teenager’s school that you’ve come across the colorful Bullseye Career Information posters. The Bullseyes help young people to identify occupations that link with subjects studied at school and indicate what level of education and training is required.
These posters, also available online, are a great starting point for exploring the wide variety of possible career options within one area of interest – especially for young people convinced of one career path only.
Bullseye posters could be displayed in the presentation venue
Bullseye posters could be included in parent information packs e.g. related to VET and/or literacy and numeracy.
Discussion
Show of hands:
Ask participants whether they knew what subjects they needed to do at secondary school in order to pursue their desired career.
Ask participants where they would find out this information.
Do a short demonstration of several Bullseye posters and how to “read” the information.
Additional Information
Explain the different types of education and training.
Explain prerequisite studies and Recognition of Prior Learning (RPL) for further education and training.
Source:
Source: Department of Education 22

23. Learning is Ongoing Victorian Skills Gateway:
Information about Certificate and Diploma courses
Explains terms about careers and courses
Fees and financial support
Occupation search
Answers to questions
Notes for Disability presentations:
This slide has been added to allow time to explore the Victorian Skills Gateway if desired. Some discussion may be needed around the different certificate levels and the differences between TAFE and Registered Training Organisations. It may need to be explained that the VSG website does not include university courses.

24. Focus on the Journey Don’t focus on one destination only
Know what you want, but don’t be too sure
Be open to changing your mind
Recognise that your career journey will be throughout your lifetime
Appreciate and value each experience along the way
Notes for Disability presentation:
This is a particularly powerful message for families of young people with a disability – Focusing on the journey, rather than the destination, will help to keep us engaged in life and happy in our accomplishments along the way.
Check to ensure that the video is suitable for your workshop participants
Notes
An example of how to avoid only thinking about the destination, and to focus on the journey instead, is to consider a skills-based approach to career development. When you focus on the skills, the job will take care of itself.
Other aspects to consider are interests, personality, values, learning, experience, etc. What we are talking about is that the focus should be on the people and all that they have in their lives.
As people discover what they have in their lives, they can learn to see where in the world of work their unique combination of assets is needed.
Additional Information
You may want to ask parents to think about changes that have occurred in their working lives, what made the changes possible? 24

25. Focus on the Journey Skills and industries
Notes for Disability presentations:
Consider if this activity is appropriate for you workshop participants
Speaking Notes
An example of how to avoid only thinking about the destination, and to focus on the journey instead, is to consider a skills-based approach to career development. When you focus on the skills, the job will take care of itself.
For example, consider what skills are involved in designing, producing, distributing and selling a pencil.
Activity “Pencil activity “ (10 min) - Please refer to activity bank
Additional Information
This activity relates to the web of work, which is a brainstorming technique that explores work possibilities for a specific industry or area. For example, there are hundreds of different jobs within the fishing industry including taking, culturing, processing, preserving, storing, transporting, marketing or selling fish or fish products.
Source: The Pencil activity is from “Hope-Filled Engagement” Poehnell and Amundson.
Source: “Hope-Filled Engagement”
Poehnell & Amundson

26. Follow your Heart Ring 4: Is it planned (P) or spontaneous (S)
Ring 5: Do you do it alone (A) or with someone else (SE)
Ring 6: Does it involve your mind (M), body (B), spirit (S) or emotions (E) or a combination
Ring 1:What are three things you like to do
Ring 2: How long is it since you did each thing
Ring 3: Does it cost ($) or is it free(F)
Notes for Disability Presentations:
The original version of this activity contained twelve sections in the circle, but this has been reduced to allow extra time for participants to understand the activity and reflect on what it represents. Encouraging participants to work in small groups may support discussion of what this means for participants and their young people.
Notes
One effective way to open discussion with young people (and adults) is to explore their favorite things. These are easy things for most people to talk about and they do show where they are actually engaged in life and engaged in hope. By focusing on the things that people enjoy, this provides a rich source of concrete life experiences.
Do you know what your teenager is interested in? A starting point could be to engage your teenager where they are engaged in their life and having a conversation about their favourite things.
Activity “Favourite things“ (20 mins) and/or “Story Telling” (_mins) - Please refer to activity bank
Additional Information
Typically the favourite things activity results in laughter, increased energy and animated discussion.
When participants try this activity with their teenagers it helps to take the pressure off.
Source: This activity has been adapted from “Guiding Circles”, McCormick, Amundson & Poehnell
Adapted from “Guiding Circles”,
McCormick, Amundson & Poehnell

27. Access your Allies 27 Adapted from “Lasting Gifts”
Notes for Disability Presentations:
When completing this activity you may wish to provide contact details for:
Disability Employment Services
Disability Liaison Officers (TAFE and Universities)
National Disability Coordination Officers
Other local support services (source from LLEN or other networks)
Notes
We have already briefly touched on why the old paradigm of managing careers independently may not be the best approach.
To help young people draw on a network of supportive people, they need to identify who these career allies are.
Video
National Career Development Week (NCDW0 Access your allies)
Activity (5 mins) Round Table Helping Hands. Please refer to Activity Bank
Additional Information
Source: The Roundtable activity is modified from: Bezanson, L & Hopkins, S (2011). Lasting Gifts: Parents, Teens and the Career Journey. Canadian Career Development Foundation. Adapted by the Career Education Association of Victoria in 2010.
Adapted from “Lasting Gifts”
Canadian Career Development Foundation 27

28. How do you identify where young people are most engaged in life?
By noticing:
what they enjoy doing
what can’t they stop doing
what they are complimented on
where they are engaged
what motivates them
their favourite things
What drives them?
Notes for Disability presentations:
This is an opportunity to link the young person’s skills and abilities to the employability skills and/or life skills
Notes
We’ve discussed the value of engaging your young person in their favourite things and the value of engaging people where they are engaged in life and work. Parents can assist in this process by asking themselves these questions.
An alternative activity is provided below to help parents identify what their skills and strengths are, how they demonstrate these strengths, and how well they they do this.
Activity Favourite Things (20 minutes) and Story telling (10 minutes ) Please refer to Activity Bank
Additional Information
Prepare examples to guide participants who may be struggling to develop their own.
Source: The Strengths & Skills activity is modified from the Lasting Gifts resource (workshop 1), Canadian Career Development Foundation.
“Hope-Filled Engagement” G. Poehnell & N. E. Amundson 28

29. Broaden ideas for work and career paths
Encourage:
open-mindedness
and discuss their passions and where they could lead
learning, we are always learning
the possibilities and be positive
flexibility
exploring (research information)
Notes for Disability presentations:
Check to ensure that the video is suitable for your workshop participants
Notes
If you are after some more ideas about how to engage your young person in a career conversation, then the following video may be a good starting point. The video addresses the following suggestions:
Be open-minded;
Follow your passion;
Education is vital;
Be positive;
Be flexible; and
Do your homework.
Video (4:23 mins)
Watch the video. School A – Z Planning for your child
This video could be used at the beginning or the conclusion of the workshop to summarise key points.
Activity (10 minutes) When to talk careers with your kids. Please refer to Activity Bank
Additional Information
Due to copyright restrictions, the video file is not embedded into this presentation. Please copy and paste the following URL into a web browser to view the video:
Source:
Source: “School A to Z”
NSW Government
Education & Communities 29

30. Where is the young person at in their career journey?
Don’t know
Does know, but I don’t think it is possible!
Does know, but needs considerable pathways planning
Won’t commit
Won’t engage or talk
Is…………..
Notes
It would be ideal if all young people knew what they wanted to do and how to get there. For these young people, having a career conversation is a positive experience. But the reality is, young people are at all different stages in the decision making process – and that is okay.
Your young person may have no idea about what they want to do or won’t commit to anything. Or they may have their heart set on something that is beyond their current abilities but achievable through a clearly defined pathways plan that can be mapped out. In a similar vein, they may have an entirely unrealistic ambition. Then there are the young people that just won’t talk about it with you.
How prepared is your young person?
Discussion suggestions
Group work
Assign each table a different scenario:
Don’t know;
Won’t commit;
Does know but needs considerable pathways planning;
Does know but is unrealistic; or
Won’t engage or talk.
Ask each group to come up with strategies to engage each of the young people depicted in the scenario and examples of positive behaviour they could model to young people. 30

31. Being a Good Listener Give your full attention Don’t interrupt
Stop what you are doing
Don’t interrupt
Let your teenager speak
Stay as calm as you can
If you’re caught off-guard by what they are saying, breathe deeply
Listen for emotions
Hear what they are saying beneath the words
Give it time
Don’t rush in with your response
Notes
You may have done all of the preparation to have a career conversation with your teenager, but if you don’t practice good listening skills then the conversation may not go as smoothly as it could.
Give your teenager your full attention. Be there for them. Stop what you’re doing. Turn off the TV. Put down your phone.
Don’t interrupt. Let your teenager speak. Don’t plan your reply while they’re talking.
Stay as calm as you can. If you’re caught off-guard by what they are saying, breathe deeply.
Listen for emotions. Hear what they are saying beneath the words.
Give it time. Don’t rush in with your response. Answering simply “I see” or “Oh…” may encourage them to say more. Ask open-ended questions using who, what, where, why, when and how. 31

32. Helping to Set Goals and Plans
Career Action Plans:
use the three stages of career development:
self-development;
career exploration; and
career management.
help young people to:
set their goals;
clarify the actions needed to achieve these goals; and
commit to participating in the planned activities.
SAMPLE
Notes for Disability presentations:
If you have customised your CAPs specifically for your school you could change the image on this slide to reflect the plans your school uses.
Make the link between the career action plan and the individual learning plan, how they inform and support each other
Should inform Futures plans
Should be reviewed at Student Support Group meetings
Notes
The Career Action Plan is a dynamic planning document owned and managed by young people intended to reflect their increased career development learning. The Career Action Plan helps young people to develop their awareness and understanding of education, training and employment options, and to develop the skills, knowledge and capabilities to effectively manage their careers and transitions throughout their lives. Career planning has many strengths
it starts where people are at
it sets a clear goal or direction for people to follow
it sets clearly defined steps for people
it can contribute to successfully reaching their goals
However plans need to flexible enough to include the many twists and turns, barriers and opportunities that arise.
Remember it is okay to change direction.
All young people in Victorian Government schools aged 15 years and over in special schools and language settings, and in Years 10 to 12 in mainstream schools, are required to have a Career Action Plan.
Additional Information
Provide examples of how parents can encourage schools to engage them in their young persons’ career development, such as through parent-teacher interviews.
“Visions, decisions and actions must be evaluated and potentially revised, often while life is still in motion.” Quote from Hope filled Engagement.
“Effective vision/decision/action planning must, therefore be flexible and dynamic in setting goals.”
Source:
“Hope-Filled Engagement” G. Poehnell & N. E. Amundson 32

33. myfuture www.myfuture.edu.au My Guide Build your career profile
Explore career ideas
Consider career options
Develop your career plan
The Facts
Careers
Work and Employment
Education and Training
Assist Others (section for parents and carers)
Funding
Contacts
Skills
myQuiz
5 activities
Notes
The myfuture website is an interactive, user-driven website containing three main parts:
My Guide – a personalised career exploration and decision making tool;
The Facts – comprehensive career information; and
Assist Others – help for those assisting others making career decisions, including a section for parents.
My Guide makes occupation and career field suggestions based on responses to a series of career development questionnaires addressing interests, skills, knowledge an education/training. The personal preferences identified in these questionnaires are matched with the requirements and characteristics of occupations and career fields.
Demonstration
Do a short demonstration of the myfuture homepage, identifying the three main parts of the website.
Additional Information
Source:
If you cannot access this information at home, consider the local library, visit your school or ask for hard copies of information. Perhaps visit CentreLink – they may have some information. 33

34. myfuture Mini Career Explorer
Notes
Let’s try one of the career development activities on the myfuture website.
Activity Instructions (3 mins)
Do a short demonstration of the myfuture Mini Career Explorer.
Additional Information
This is an optional slide.
Source:
Source: myfuture 34

35. Other Important Information
Special Entrance Access Scheme (SEAS) Categories:
Personal information and location
Non-English speaking background
Difficult circumstances
Disadvantaged financial background
Disability of medical condition
SALT, REEP and PPP
Notes for Disability presentations:
Use this slide only if appropriate for your workshop participants
Remind parents about the importance of documentation and impact statements
Notes
Not everyone is able to follow traditional paths but opportunities exist to support your situation.
Many institutions offer a range of alternative entry schemes that take into account short and long-term disadvantage. While many are offered through the single VTAC SEAS application process, others require direct application to the institution.
The SEAS program allows selection officers to grant special consideration for course entry to eligible applicants. SEAS does not change educational results or qualifications. It enables course selection officers to recognise that results or educational progress may have been affected by circumstances outlined in the SEAS application, and to consider the effect of those disadvantages.
Having a SEAS application does not guarantee you an offer.
Some SEAS applications require letters of support from within the community, such as medical practitioners, social workers and other trusted adults. Instead of leaving these letters of support to the last minute, it is worth discussing them with these community members well in advance of lodging a SEAS application.
Additional Information
Outline the role of the School University Liaison Officers (SULOs).
Source:
Source: VTAC 35

36. Key Workshop Messages
The crucial role of parents and others play in the career development of young people
That career development is a lifelong journey
The value of career conversations
Engage young people where they are engaged in life
Information and resources are available
Notes
That brings us to the final part of this workshop. There are a few key things that I hope you take away:
an understanding of the crucial role you play in your teenager’s career and life decisions;
how to support your young person on their career journey, including:
knowing what career means in the 21st century; It may not be what you are used to
the High 5 Career Development messages;
engaging your young person where they are engaged;
how to engage them when they are not engaged;
having a career conversation with your young person;
where to find information on courses, careers and labour market information; and
how to use the career resources out there. 36

37. Next Steps Spend time with your young person Discuss change
Help them find out who they are, what drives them, what interests them.
Help them to explore their “preferred future” and how they may work towards it.
Help them articulate how they want to contribute to their world.
Discuss change
Discuss the changes that are happening in the community and in their world.
What opportunities does change present?
Notes for Disability presentations:
This is a good time to remind parents that just because the future is uncertain and a little scary, it doesn’t mean that it can’t be great! Our positivity can take us and our young people a long way.
Notes
To recap, spend time with your young person and discuss change where appropriate. 37

38. Next Steps Network Communicate Be an ally and keep calm
Use your networks to give your child opportunities to experience and explore different things and explore all appropriate options available to you.
Communicate
With your young person, Career Practitioner and teachers about any small concerns you may have to prevent them from becoming big issues.
Be an ally and keep calm
Support your young person on their journey and remind them, and yourself, that is it okay to be uncertain. Enjoy the journey and be confident that it will all work out.
Notes
And finally, network, communicate, keep calm and be a career development ally. 38

39. 39 Published by Higher Education and Skills Group
Department of Education and Early Childhood Development
East Melbourne
January 2014
© State of Victoria (Department of Education and Early Childhood Development) 2014
The copyright in this document is owned by the State of Victoria (Department of Education and Early Childhood Development), or in the case of some materials, by third parties (third party materials). No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968, the National Education Access Licence for Schools (NEALS) (see below) or with permission.
An educational institution situated in Australia which is not conducted for profit, or a body responsible for administering such an institution, may copy and communicate materials, other than third party materials, for the educational purposes of the institution.
Authorised by the Department of Education and Early Childhood Development, 2 Treasury Place, East Melbourne, Victoria, 3002.
The Department grants permission for educational institutions situated in Australia which are not conducted for profit, or a body responsible for administering such an institution, to copy, modify and communicate this PowerPoint presentation, other than third party materials, for the educational purposes of the institution. There must be no fee charged in relation to the communication of content within this presentation. All third party materials cited in this presentation must not be modified unless the educational institution, organisation or individual has acquired permission directly from the copyright holder. 39